Classroom management

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This presentation accompanies COAD 6406 Classroom Counseling Module.

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Classroom management

  1. 1. Classroom Management
  2. 2. Counselors & Classroom Management <ul><li>Concerns counselors often have: </li></ul><ul><ul><li>Will my enforcing rules in the classroom harm my therapeutic relationship with the children? </li></ul></ul><ul><ul><li>Will they view me more as a disciplinarian than as a counselor? </li></ul></ul><ul><ul><li>How can I find a balance between caring helping professional and effective classroom manager? </li></ul></ul>
  3. 3. How can you show you care & still maintain order in the classroom? <ul><li>Be prepared but be flexible </li></ul><ul><li>Create a trusting and caring atmosphere </li></ul><ul><li>Be consistent </li></ul><ul><li>Get to know your students </li></ul><ul><li>Have a well-communicated classroom management plan </li></ul><ul><li>Address problem behavior directly and immediately! </li></ul><ul><ul><ul><ul><ul><li>Taken from the Indiana University - Center for Adolescent and Family Studies WebSite: http://education.educ.indiana.edu/cas/tt/v1i2/here.html </li></ul></ul></ul></ul></ul>
  4. 4. Importance of Relationship <ul><li>Marzano & Marzano (2003) reported teacher-student relationship to be the basis for effective classroom management </li></ul><ul><li>Teachers with high quality student relationships reported 31% less discipline concerns </li></ul><ul><li>BUT — What is a high quality relationship? </li></ul>
  5. 5. Before you can expect students to understand your role—YOU must understand it! <ul><li>We: </li></ul><ul><ul><li>Want the kids to enjoy our sessions and feel comfortable approaching/coming to talk to us </li></ul></ul><ul><ul><li>Want the classroom to feel like a safe environment </li></ul></ul><ul><ul><li>Want to be able to teach the lessons we have prepared! </li></ul></ul>
  6. 6. Counselor who is effective classroom manager : <ul><li>Understands his or her role in the relationship to be that of the adult and educator, not strictly a friend </li></ul><ul><li>Provides clear purpose and guidance in regard to appropriate classroom behavior </li></ul><ul><li>Establishes clear behavior expectations and learning goals </li></ul><ul><li>Establishes and enforces consequences for inappropriate behavior </li></ul><ul><li>Positively reinforces good or appropriate behavior </li></ul>
  7. 7. Teacher Comments <ul><li>In my classes, I like students to feel comfortable. I try to create an atmosphere where they can trust me and bring a lot of themselves into assignments. If I am enthusiastic and passionate about what I teach, it helps get their interest. I learned the easiest way to lose control of my class was to lose my temper, so I try to avoid that. </li></ul><ul><ul><li>Sara Edwards, 6 th Grade, Rye Country Day School, Rye, NY </li></ul></ul><ul><li>I use a lot of humor and do anything to get them to understand the lesson. As a teacher, I need to look at it from their point of view. </li></ul><ul><ul><li>Carl Lenhert, Bloomington HS, Bloomington, IN </li></ul></ul>
  8. 8. Tips & Activities!
  9. 9. Important to Catch Students Being Good! <ul><li>A quick way to promote appropriate behavior is to positively reinforce/reward them </li></ul><ul><li>For students behaving inappropriately: </li></ul><ul><ul><li>Prompt appropriate behavior or demand it </li></ul></ul><ul><ul><li>When displayed, recognize it & BE GLAD! </li></ul></ul><ul><ul><ul><li>Recognize effort first & then focus on accuracy </li></ul></ul></ul><ul><li>When building appropriate behavior: </li></ul><ul><ul><li>Reward it as quickly as possible in the beginning </li></ul></ul><ul><ul><li>Reduce reward as student incorporates behavior into self </li></ul></ul>
  10. 10. Secret Student Activity <ul><li>As class starts, draw a student ’ s name from pile of scraps with all names included </li></ul><ul><li>Keep it a SECRET! </li></ul><ul><li>Inform students that this student will be watched for the entire class to see how he/she is behaving </li></ul><ul><li>At end of class if secret student has behaved appropriately, he/she receives a prize (small) </li></ul>
  11. 11. Create a Community of Caring and Sharing <ul><li>At the beginning of the year (or guidance cycle) discuss with the students how they like a classroom to be when they are trying to learn </li></ul><ul><li>Formulate rules together </li></ul><ul><li>Limit number of rules to 5 or less </li></ul><ul><li>Have children brainstorm about the five most important aspects of a learning environment </li></ul>
  12. 12. Community of Caring, Cont. <ul><li>Come up with appropriate consequences for inappropriate behavior </li></ul><ul><li>Determine how to reinforce good behavior </li></ul><ul><li>Developing expectations, rules and consequences together help the kids to have a sense of ownership </li></ul>
  13. 13. To help students to best understand rules: <ul><li>Develop a Chart: </li></ul><ul><ul><li>Looks Like </li></ul></ul><ul><ul><li>Sounds Like </li></ul></ul><ul><li>Post the rules </li></ul><ul><li>Sing, Rhyme, or Rap the Rules </li></ul><ul><li>Develop a method to remember collaboratively with the students </li></ul>
  14. 14. Structure for Teaching Guidelines/Rules <ul><li>Describe & demonstrate desired behavior </li></ul><ul><ul><li>Explain why </li></ul></ul><ul><ul><li>Give context </li></ul></ul><ul><ul><li>Model </li></ul></ul><ul><li>Rehearse </li></ul><ul><ul><li>Role play </li></ul></ul><ul><ul><li>Guided practice </li></ul></ul><ul><li>Give Feedback </li></ul><ul><ul><li>Eye Contact </li></ul></ul><ul><ul><li>Smiles </li></ul></ul><ul><ul><li>Proximity </li></ul></ul>
  15. 15. If you feel you are having a problem with classroom management…..
  16. 16. Begin by categorizing <ul><li>Nonproblem </li></ul><ul><li>Minor problem </li></ul><ul><li>Major problem with limited scope & effects </li></ul><ul><li>ESCALATING or spreading problem </li></ul><ul><ul><ul><ul><ul><li>Popp, P. (2003). Classroom Management “101” Tips, Tricks, & Tools . </li></ul></ul></ul></ul></ul>
  17. 17. After determining scope of problem, plan intervention. <ul><li>Intervene in a minor manner </li></ul><ul><ul><li>Nonverbally </li></ul></ul><ul><ul><li>Proximity </li></ul></ul><ul><ul><li>Redirecting behavior </li></ul></ul><ul><ul><li>Through instructional planning—revisit procedures </li></ul></ul><ul><li>Moderately intervene </li></ul><ul><ul><li>Removing or isolating student in classroom </li></ul></ul><ul><ul><li>Withholding a desired outcome or privilege </li></ul></ul><ul><ul><li>Use a penalty </li></ul></ul><ul><li>Extensive Intervention </li></ul><ul><ul><li>Parent Conference </li></ul></ul><ul><ul><li>Individual Student Contract </li></ul></ul><ul><ul><li>School-based consequence </li></ul></ul>
  18. 18. You CAN find a balance! <ul><li>Be Firm </li></ul><ul><li>Be Fair </li></ul><ul><li>Be Consistent </li></ul><ul><li>Be Confident </li></ul><ul><li>Most Importantly Enjoy Yourself! </li></ul><ul><ul><ul><li>Through confident and consistent enforcement of fair and firm rules, a classroom can be managed (for the most part) with ease! </li></ul></ul></ul>RETURN

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